Abstract:

International migration and ethnic diversity are current social phenomena in many countries. In educational practice, there is a resonating demand for the development of quality language programmes that ensure optimal adaptation for pupils for whom the language of instruction is perceived as a foreign language. This study presents the results of a comparative analysis of 4 language programmes and their methodology support for the acquisition of a second language, that is a language of instruction, in primary education. By using discourse analysis as a qualitative methodological approach, the authors reassessed the semantic dimension of the utterances in the texts of the methodology support, with a focus on their didactic aspects. The qualitative methodological approach allowed the authors to identify the semantic structure of the language programs and to create the conceptual model with firmly defined dimensions and relations, which the authors described and quantified in details. The discussion opened up questions about the contribution of the discovered conceptual model to the design and comparison of new inclusive and effective language programmes adapted for the needs of different learners with different mother tongues in primary education.

Keywords:

Language programme, second language, primary education, pupil with different mother tongue.